David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Human Studies 31 (4):361 - 382 (2008)
In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence of the demands of productive public inquiry and education.
|Keywords||Dewey Democracy Education Liberalism Pragmatism Rawls|
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References found in this work BETA
John Rawls (1999). The Law of Peoples. Harvard University Press.
Robert Nozick (1974). Anarchy, State and Utopia. Basic Books.
Bruno Latour (1987). Science in Action: How to Follow Scientists and Engineers Through Society. Harvard University Press.
John Dewey (2008). Experience and Nature. McCutchen Pr.
Citations of this work BETA
Shane J. Ralston (2010). Can Pragmatists Be Institutionalists? John Dewey Joins the Non-Ideal/Ideal Theory Debate. Human Studies 33 (1):65-84.
B. S. Hale & L. Hale (2010). Respecting Autonomy in Population Policy: An Argument for International Family Planning Programs. Public Health Ethics 3 (2):157-166.
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